Acercamiento a las concepciones pedagógicas de la lectura y la escritura que subyacen en el discurso de docentes de básica primaria de la institución educativa Cristo Rey del municipio de Popayán, en el periodo 2016-2017

Abstract

The research work on reading and writing conceptions of elementary school teachers arises within the framework of the masters in education of the Universidad of the Cauca, specifically in the line of Pedagogy of Reading and Writing. It was based on the premise that teachers, based on their professional practice and their social interaction, construct a series of conceptions that define their teaching duties; likewise, in the topic related to reading and writing, they shape their own discourse regarding these processes. In this study it is understood that conceptions are the beliefs, ideas and concepts, generally implicit in the discourse, that define the way a teacher is assumed in relation to society, the culture in which he is inserted, and his way of thinking. The education. The present work focused on seven teachers who guide classes at the elementary school level of the Cristo Rey educational institution, who are graduates in the following fields: Mathematics, Spanish language, Natural sciences, Social sciences, Primary elementary and Spanish and literature; they are in charge of the basic areas and other subjects of the corresponding grade. Thus, the teaching of reading and writing at this school level is approached from the pedagogical conception that each teacher has built throughout their academic training, and their professional and personal experience. The research, "Approach to the pedagogical conceptions of reading and writing that underlie the discourse of elementary school teachers of the Cristo Rey educational institution of the municipality of Popayán, in the period 2016-2017", was proposed with the objective of understand the pedagogical conceptions that teachers have about reading and writing. To achieve the objective, a qualitative research was developed, whose approach was grounded theory; The analysis and interpretation of the information collected with the interviews allowed the emergence of three categories: firts, Absence of teaching, second, reading and writing assessment and third, Reading is reading, which define the pedagogical conceptions of Reading and the writing of primary school teachers, investigated.